1 / 13

Tulsa Community College

Tulsa Community College. Increasing Student Success Achieving the Dream Progress Report June 10, 2009. Achieving the Dream Research Process: Transforming TCC with Data-Informed Decisions. Persistence Intervention: Strategies for Academic Success (Orientation & Study Skills Course).

anne
Download Presentation

Tulsa Community College

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Tulsa Community College Increasing Student Success Achieving the Dream Progress Report June10, 2009

  2. Achieving the Dream Research Process: Transforming TCC with Data-Informed Decisions

  3. Persistence Intervention: Strategies for Academic Success (Orientation & Study Skills Course) • Scope: Year 1 2008-2009 • 61 sections fall 2008; 1120 enrolled (81% course completion rate) • 42 sections spring 2009; 625 enrolled (84% course completion rate) • 14 sections summer 2009; 84 enrolled • College-wide collaboration • Common course objectives • Common evaluation --Pre- and post-tests within course(LASSI = Learning and Study Skills Inventory) --Written self-reflection ends course • College-wide training of faculty • Dedicated, robust Blackboard website of faculty resources • Focus groups to capture teaching barriers from instructors

  4. Persistence InterventionStrategies for Academic Success Preliminary Results—Year 1 • Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. • Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. • Scoresfor all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly from pretest to posttest. • Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. • Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).

  5. Fall-to-Spring Persistence

  6. Persistence Intervention Strategies for Academic Success Preliminary Results—Year 1 • Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. • Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. • Scoresfor all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly from pretest to posttest. • Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. • Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).

  7. Gateway Course Failure ReducedComparison of First-time Freshmen without Strategies to Students with Strategies--Fall 2009

  8. Persistence Intervention Strategies for Academic Success Preliminary Results—Year 1 • Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. • Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. • Scoresfor all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly from pretest to posttest. • Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. • Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).

  9. Persistence Intervention: Strategies for Academic Success Preliminary Results—Year 1 • Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. • Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. • Scoresfor all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly from pretest to posttest. • Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. • Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).

  10. Persistence Intervention Strategies for Academic Success Preliminary Results—Year 1 • Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. • Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. • Scoresfor all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly from pretest to posttest. • Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. • Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).

  11. Persistence Intervention Strategies for Academic Success -- Next Steps • Summer • Collect evaluation results from spring and summer sections to combine with fall sections • Analyze this complete Year 1 data • Prepare instructors with training for fall 2009 • Fall • Provide complete Year 1 evaluation results to Strategies Team for planning modifications • Provide persistence results for Year 1 2008-2009 students • Survey instructors to evaluate training effectiveness

More Related